Getting the picture: visual interpretation in ophthalmology residency training

Abstract

Sensory processing is ordinarily opaque to outside observers, but the ritual of describing images in highly regimented narratives allows residents to demonstrate how they gather and reason through visual information. The form of these narratives reflects values that residents are expected to embody during their training, such as being thorough and methodical; it may also serve a pedagogical function by entrenching those values. Further research is needed to characterise how the performance of speech genres shapes the interpretive skills of medical trainees.

Are you ready to play Pathology Pyramid? An exploration of an alternative method of learning through gaming in pathology resident education

“…This underscores that knowing the words within a pathologist's lexicon is not entirely sufficient to provide a correct and accurate diagnosis, and having a rich understanding of the descriptive terms is key. 15 PathPyramid may in the future lend itself well to be used as both a learning enhancement practice and an alternative assessment tool offered in a comfortable environment. This environment is created by a group of peers motivated by many factors, including comradery and a collegial competitive quality, along with the support of an attending pathologist to guide players with helpful questions to extract pertinent information and refine a description.…”

Body pedagogics: embodied learning for the health professions

“…Other examples of embodied experience in HPE include studies on learning intimate physical examination, visual interpretation skills, surgery and clinical reasoning in physiotherapy . Bourdieu's concept of habitus, which focuses on how medical culture is embodied, is commonly used .…”

Sensing defects: Collaborative seeing in engineering work

“…In taking perceptual practice as a key analytical framework for investigating engineering work, we draw on traditions in both science and technology studies (Alac̆, 2008; Baim, 2018; Daston and Galison, 2007; Latour, 1986; Lynch, 1985) and interaction analysis (Goodwin and Goodwin, 1996; Lindwall and Lymer, 2017; Stevens and Hall, 1998) that have argued for an approach to perception as a situated social practice rather than an individual biological fact. Defects are not natural, pre-given aspects of an environment or product; rather, defects emerge in relation to modes of what Stevens and Hall (1998) call ‘disciplined perception’, a term that draws attention both to the particular forms of perception that support claims to knowledge and expertise (Carr, 2010; Goodwin, 1994) as well as to the fact that these forms of perception are learned practices (Baim, 2018; Butler, 2018; Goodwin, 1997; Jasanoff, 1998; Vertesi, 2012). It was because engineers had learned particular ways of looking at and assessing steel products and production methods that certain perceptible phenomena became recognizable as defects.…”